Research On The Breakthrough Of Key And Difficult Points In Biology Learning By PBL Teaching Model

The Ministry of Education issued the general high school biology curriculum standards(2017 edition revised in 2020),which puts forward the core literacy of biology,that is the concept of life,scientific thinking,scientific inquiry and social responsibility.The new curriculum standards mark a change in the key and difficult points of biology teaching.The compulsory second module of high school biology contains many difficulties and key points of high school biology.Breaking through this difficult point is of great value to biology education.Based on the requirements of the current era for talent training and the current situation that the traditional biology teaching is weak in cultivating students' thinking ability,this research explores the effectiveness of the PBL teaching model to break through the dual difficulties of the compulsory biology.The PBL teaching model(Problem-based-learning)is different from the teacher-centered teaching model.Its core is that under the guidance of the teacher,it is student-centered and problem-based,through allowing students to solve problems,A teaching model for cultivating students' autonomous learning ability.This research adopts research methods such as literature research method,questionnaire survey method,interview method and teaching experiment method.The first part is the literature research,analyzing the PBL teaching model and the research status of the breakthrough of teaching important and difficult points,and laying a theoretical foundation for the next teaching experiment;the second part is to investigate the current situation of biology teaching in high schools in our country and the current biology of high school students through interviews.The learning situation,the status quo of the PBL teaching model used by teachers in teaching,and the influence of the PBL teaching model on students' learning;the third part is to conduct teaching experiments by setting up PBL teaching classes(experimental classes)and conventional teaching classes(control classes).Conducted pre-PBL investigation and analysis(pre-questionnaire survey and pre-test of student performance)Post-PBL investigation and analysis(post-questionnaire survey and post-test of student performance),and further analyzed and processed the data,according to the results Evaluate the effectiveness of the PBL teaching model for breaking through the key and difficult points of high school biology teaching.Through this investigation and experimental research,it is found that the PBL teaching mode is effective in breaking through the key and difficult points of biological learning;the PBL teaching model is conducive to improve students' willingness to ask and answer questions;it is also conducive to improve students' enthusiasm for learning biology.Through the practice of the PBL teaching model,we try to break through the "textbook + blackboard+ exam" model that focuses on imparting theoretical knowledge in traditional curriculum teaching,highlighting student-centered classroom teaching.Although the PBL teaching model has positive significance,the interview results show that the PBL teaching efficiency is low,and teachers still need to improve the efficiency in the teaching organization.